Past Events & Training

This session will explore questioning and challenging for budget monitoring. The session will look at second quarter budget monitoring reports and discuss practical examples of presenting and reading financial information.

This informative session, aimed at professionals who work with residents, will provide practical advice and build skills to help people recognise and act to reduce the impact of poor housing conditions on residents.

This drop-in will provide childminders the opportunity to come together with their children to enjoy fun activities linked to their children’s learning and development and strengthen friendships and links between other local childminders.

A childminding development worker from the Council will be running the session which will give all childminders regular access to support they may need.

On top of this we will be inviting professionals to attend these sessions. We recognise that childminders may sometimes find it hard to access services to support the needs of the children they care for. Therefore we will be inviting professionals such as Area SENCOs (Special Educational Needs Coordinators), Curriculum leaders, Speech and language therapists, Health visitors, Safeguarding advisors, Early Help advisors and FEEE officers to attend some of these drop-ins. A schedule of these visits will be available shortly.

The course will involve PowerPoint presentations as well as opportunities for discussion and practical activities. Each TA will be issued with the practical text Emotional Wellbeing: an Introductory Handbook and they will be sign-posted to other resources. It is also anticipated that TAs will begin to try out some of the things they have learned between sessions so they can provide feedback and gain support throughout the course.

By the end of the course, delegates will be able to understand:
• The legal requirements for managing buildings safely, carrying out monitoring
• Understand the procedures for quarterly/termly monitoring
• Be able to perform/monitor routing monitoring of their building
• Be aware of the statutory checks required to be undertaken and the H&S documents to be maintained

The training will:
• Enable practitioners to develop their knowledge and understanding of good autism practice.
• Provide guidelines and activities to support practitioners to reflect on and improve their own practice.

This session is suitable for practitioners working with school-age pupils on the autism spectrum in both mainstream and specialist services.

All course attendees will receive access to the AET Tools for Teachers online resource, worth £29.99. This includes:
• 44 individual specially designed tools, grouped under six sections
• A hard copy 16-page how-to guide detailing all 44 tools and how to use them
• A code to access all of the resources online

This drop-in will provide childminders the opportunity to come together with their children to enjoy fun activities linked to their children’s learning and development and strengthen friendships and links between other local childminders.

A childminding development worker from the Council will be running the session which will give all childminders regular access to support they may need.

On top of this we will be inviting professionals to attend these sessions. We recognise that childminders may sometimes find it hard to access services to support the needs of the children they care for. Therefore we will be inviting professionals such as Area SENCOs (Special Educational Needs Coordinators), Curriculum leaders, Speech and language therapists, Health visitors, Safeguarding advisors, Early Help advisors and FEEE officers to attend some of these drop-ins. A schedule of these visits will be available shortly.

This drop-in will provide childminders the opportunity to come together with their children to enjoy fun activities linked to their children’s learning and development and strengthen friendships and links between other local childminders.

A childminding development worker from the Council will be running the session which will give all childminders regular access to support they may need.

On top of this we will be inviting professionals to attend these sessions. We recognise that childminders may sometimes find it hard to access services to support the needs of the children they care for. Therefore we will be inviting professionals such as Area SENCOs (Special Educational Needs Coordinators), Curriculum leaders, Speech and language therapists, Health visitors, Safeguarding advisors, Early Help advisors and FEEE officers to attend some of these drop-ins. A schedule of these visits will be available shortly.

Early Years SENCO training for PVIs - what you need to effectively support children with SEND

Session 1 - Introduction to the SEND Code of Practice 2014, local processes, the Disability Enablement Service and the role of the Area SENCO/setting SENCO - led by Area SENCOs
Session 2 - Data protection and confidentiality, working in partnership with parents, Early Help referral, referrals to Wood Street, Education Psychology Service (EPS) - led by Area SENCOs
Session 3 - Introduction to Autism - led by Fiona Davey (EPS)
Session 4 - Supporting Speech, Language and Communication – led by SALT
Session 5 - Early Years SEND support plans, outcomes and reviews, EHCP requests/reviews - led by Area SENCOs
Session 6 - Transitions for children with SEND and portfolio submission - led by Area SENCOs

Each session is considered a module. If a module is missed, a practitioner can make up the missed session next term. However, only a maximum of 2 modules can be made up next term. Any more than two and the course must be started again. Each practitioner who completes this course to a high enough standard will receive a certificate to acknowledge their ability to carry out SEND Support in an Early Years setting.

There are other 6-session courses available for PVIs in the autumn and summer terms.

Waltham Forest Schools Forum has an important role under the school funding arrangements introduced in April 2006. It has a consultative role in relation to the local distribution of school funding and it is also able to decide on certain proposals from the local authority which currently have to go to the Secretary of State for decision. Further information about Waltham Forest's Schools Forum and details of the next meeting can be found on the Waltham Forest Council website.

The Educational Psychology Service is repeating successful training for Early Years Practitioners in PVIs and schools where participants will begin to understand what behaviour means, how to manage it and how to involve all staff in promoting positive behaviour

- Prevalence of perinatal depression, psychosis and other mental health issues
- Understanding the causes and presentation of poor mental health in pregnancy and postnatal period
- Understanding the significance of poor maternal mental health on early attachment and childhood development
- Appropriate responses to perinatal mental health issues

To provide practical advice and build skills for the audience on:

- How to identify the early signs of poor maternal mental health
- How to provide help on a first aid basis and guide a woman/ and partner toward the right support
- How to help protect a woman and baby who might be at risk of harm
- How to help prevent escalation of mental health issues and support faster recovery
- How to help every mother develop a close, loving bond with her baby
- How to stigma of perinatal mental health issues
- How to promote wellbeing and protective factors

This session will explore questioning and challenging for budget monitoring. The session will look at second quarter budget monitoring reports and discuss practical examples of presenting and reading financial information.

By the end of the course, delegates will be able to understand:
• The legislative requirements relating to health and safety risk assessments
• The distinction between “hazard” and “risk”
• Aspects that should be considered in a risk assessment
• Relevant control strategies to minimise risks
• Different types of risk assessment
• How to undertake a risk assessment in their workplace

This drop-in will provide childminders the opportunity to come together with their children to enjoy fun activities linked to their children’s learning and development and strengthen friendships and links between other local childminders.

A childminding development worker from the Council will be running the session which will give all childminders regular access to support they may need.

On top of this we will be inviting professionals to attend these sessions. We recognise that childminders may sometimes find it hard to access services to support the needs of the children they care for. Therefore we will be inviting professionals such as Area SENCOs (Special Educational Needs Coordinators), Curriculum leaders, Speech and language therapists, Health visitors, Safeguarding advisors, Early Help advisors and FEEE officers to attend some of these drop-ins. A schedule of these visits will be available shortly.

This full day conference will provide information, guidance and forward planning opportunities for Business Managers and Early Years Leads on the business aspects required to deliver a high quality Early Years provision. It will also provide opportunities for professionals to pick up best practice business processes from across sectors.

This session will explore questioning and challenging for budget monitoring. The session will look at second quarter budget monitoring reports and discuss practical examples of presenting and reading financial information.

The course is designed to:
• Enable governors to identify and understand the three core strategic functions of governing bodies;
• Enable governors to have a clear understanding of their individual and collective roles and responsibilities;
• Review what an effective governing body is and your role in achieving this effectiveness;
• Provide clarity of the strategic role of governors;
• Identify appropriate methods of holding school leaders to account for the school’s performance;
• Facilitate group discussion of ways in which governing bodies are accountable;
• Highlight the importance of attendance at governor training, governing body meetings and link visits to the school;
• To engender confidence in participants so that they are able to fulfil their role as governor effectively.

Please bring copies of your school self-evaluation statement/ school development plan and if possible a recent Headteacher’s report for reference.

• Understanding the role of the designated Safeguarding Lead Professional and key areas of responsibility
• Understanding of the legislation and guidance underpinning their organisation’s policy, procedures and practice when responding to concerns about a child’s safety or welfare
• Ability to evidence compliance with Ofsted requirements to ensure all children are safe
• Ensuring that all staff in education settings are clear about possible indicators of ‘abuse’ and how these should be managed
• Awareness of the definitions of abuse and neglect and significant harm in order to make appropriate referrals for intervention
• Understanding the barriers that stop staff reporting concerns and how to overcome these
• Understanding of the processes followed by Children’s Social Care when a referral is made and the thresholds for intervention
• For the designated Safeguarding Lead Professional to be actively involved in collaborative decision-making and the process for managing disagreement and or challenge
• Identify training required for staff within their setting to ensure best practice
• Learning from serious case reviews
• Awareness of best practice and how this safeguards children and staff in relation to confidentiality, information sharing, information gathering, recording, transferring records to receiving settings, whistle blowing, professional boundaries and managing disclosures of abuse from children to promote best outcomes
• Strategies to ensure that there are systems in place to monitor and evaluate outcomes for children who are in need or suffering or at risk of suffering significant harm